The aim of this study is to use the knowledge of professors who in recent years have been tasked with teaching persian to non-persian students to recognize their attitudes towards different approaches to teaching persian to non-persian students. The importance of this research stems from the need to improve persian language teaching methods and, as a result, to expand Iran's cultural sphere of influence outside the country. The statistical population are professors who have been teaching persian language abroad for many years. This research was conducted using the “ Q” methodology, thus, after examining the different approaches to educate persian language to non-persian students, a questionnaire with 50 items was prepared and given to all professors in the statistical population in total. The data was analyzed by a computer program and it was concluded that teachers believe in a “ communication approach” to teach foreign language. According to this approach, the presence of the teacher in the class as an active member, promotes their motivation and using teaching aids, is a must for educating non-persian language. In communication approach, focus is on the ability to communicate, and this ability means that the learner can use language to communicate successfully and effectively. The results also showed that from the point of view of experienced teachers, starting language with reading and writing skills, relying on teaching grammar rules and relying on learning Vocabulary is absolutely, forbidden in teaching persian to non-persian speakers.